|LAFS.4.RI.1.1:|| Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
|LAFS.4.RI.1.2:|| Determine the main idea of a text and explain how it is supported by key details; summarize the text. |
|LAFS.4.RI.2.4:|| Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. |
|LAFS.4.RI.2.6:|| Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. |
|LAFS.4.RI.3.7:|| Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
|LAFS.4.RI.3.9:|| Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |
|LAFS.4.RL.1.2:|| Determine a theme of a story, drama, or poem from details in the text; summarize the text. |
|LAFS.4.RL.2.4:|| Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). |
|LAFS.4.RL.3.7:|| Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. |
|LAFS.4.RL.3.9:|| Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. |
|LAFS.4.SL.1.1:|| Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
|LAFS.4.SL.1.2:|| Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
|LAFS.4.SL.1.3:|| Identify the reasons and evidence a speaker provides to support particular points. |
|LAFS.4.SL.2.5:|| Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. |
|LAFS.4.W.2.6:|| With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. |
|LAFS.4.W.3.7:|| Conduct short research projects that build knowledge through investigation of different aspects of a topic. |
|LAFS.4.W.3.8:|| Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. |
|LAFS.K12.R.2.6:|| Assess how point of view or purpose shapes the content and style of a text. |
|LAFS.K12.R.3.7:|| Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |
|LAFS.K12.R.3.9:|| Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
|LAFS.K12.SL.1.1:|| Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. |
|LAFS.K12.SL.1.2:|| Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. |
|LAFS.K12.SL.2.4:|| Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. |
|LAFS.K12.SL.2.5:|| Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. |
|LAFS.K12.W.2.6:|| Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. |
|LAFS.K12.W.3.7:|| Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
|LAFS.K12.W.3.8:|| Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
|HE.4.B.4.2:|| Identify refusal skills and negotiation skills that avoid or reduce health risks.|
Expressing feelings, offering alternatives, and reporting danger.
|HE.4.C.2.2:|| Explain the important role that friends/peers may play in health practices and behaviors.|
Recognizing and avoiding bullying behavior, choosing not to use tobacco products or inhalants, and recognizing differences between positive and negative peer pressure.
|HE.4.C.2.5:|| Explain how media influences personal thoughts, feelings, and health behaviors.|
Insidious marketing/product placement, branding, and anti-drug campaigns.
|HE.4.C.2.6:|| Explain how technology influences personal thoughts, feelings, and health behaviors.|
Cyber-bullying, habitual gaming, violent video games, and seat-belt alarm.
|HE.4.P.7.2:|| Discuss a variety of healthy practices and behaviors to maintain or improve personal health and reduce health risks.|
Avoid tobacco/alcohol products, brush and floss teeth, participate in regular physical activity, and report bullying.
|SS.4.A.1.1:|| Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.|
Examples may include, but are not limited to, photographs, paintings, maps, artifacts, timelines, audio and video, letters and diaries, periodicals, newspaper articles, etc.
|SS.4.A.1.2:|| Synthesize information related to Florida history through print and electronic media.|
Examples may include, but are not limited to, encyclopedias, atlases, newspapers, websites, databases, audio, video, etc.
|SS.4.C.2.3:|| Explain the importance of public service, voting, and volunteerism. |
|SS.4.FL.6.3:|| Describe ways that individuals can either choose to accept risk or take steps to protect themselves by avoiding or reducing risk.|
Draw a poster depicting an age-appropriate activity (e.g., owning and riding a bicycle) that illustrates how to avoid risk of harm or loss (not riding the bike) or how to reduce the chance of a bad event (riding in a safe manner) and potential harm of the bad event (wearing a bike helmet).
|SC.4.N.1.1:|| Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. |
|SC.4.N.3.1:|| Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. |
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
|MAFS.K12.MP.5.1:|| Use appropriate tools strategically. |
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
|VA.4.F.3.3:|| Work purposefully to complete personal works of art in a timely manner, demonstrating development of 21st-century skills. |
Library Media programs provide a welcoming, resource-rich environment that support multiple literacies, cultivates a culture of inquiry and literacy appreciation, and encourages the independent, ethical exploration of information and ideas.
In this course fourth grade students will explore and use print and digital resources; create and evaluate various forms of media and self-select materials for personal and academic needs in the library/media center. Students will use accurate vocabulary, terms, and procedures, as well as time-management and collaborative skills. Content includes but is not limited to, topics in social studies, science and mathematics with the use of technology and through shared experiences with multiple genres of print and non-print materials.
The purpose of this course is to provide a student-centered library media program that helps students to be information literate. Students will learn to use information for critical thinking and problem solving through instructional experiences based on, but not limited to, the Next Generation Sunshine State Standards (NGSSS) that are most relevant to the course. Appropriate correlations will also be made with ISTE, FINDS, READS and AASL standards to ensure a comprehensive educational experience.
The framework of the library media center instructional program is:
- We an share knowledge and participate ethically and productively as members of a democratic society.
- We can draw conclusions, make informed decisions, collaborate, and apply knowledge to new situations using technology and other information tools.
- We can pursue personal and aesthetic growth.
- We can inquire, think critically, and gain knowledge from a variety of sources.
In this course the library media educator will integrate grade levels/subject areas through the development, implementation and assessment of instructional lessons, units, and projects. Grade level standards are the immediate focus of this course; however, it is important for educators to understand the K-12 standards as the ultimate achievement goal as students' progress.
English Language Development (ELD) Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.